Linguistic Influences on Differential Item Functioning For Second Language Learners on the National Assessment of Educational Progress

Mahoney, Kate

doi:10.1080/15305050701808615

Cited by 17 publications

(21 citation statements)

References 16 publications

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“…Some studies operationalize/define lexical complexity as word length and grammatical complexity as sentence length (e.g., Mahoney, 2008;Shaftel et al, 2006). In addition, complex features are described as those that "reflect an unusual or unnecessary level of linguistic sophistication" (Bailey, 2000, p. 79) or are "academic" (e.g., Wolf & Leon, 2009).…”

Section: Linguistic Complexitymentioning

confidence: 99%

“…Studies investigating potential content area test bias against ELLs have evaluated linguistic complexity in test items and related this complexity in test items to the items' DIF (e.g., M. K. Lee & Randall, 2011;Mahoney, 2008;Martiniello, 2009;Shaftel, Belton-Kocher, Glasnapp & Poggio, 2006;Wolf & Leon, 2009). These studies have reported the procedures used to determine the construct-relevance of complex lexical items (vocabulary) in the test text.…”

Section: Construct-irrelevant Variance and Item Biasmentioning

confidence: 99%

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Construct Relevant or Irrelevant? The Role of Linguistic Complexity in the Assessment of English Language Learners’ Science Knowledge

Avenia-Tapper

Llosa

2015

Educational Assessment

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This article addresses the issue of language-related construct-irrelevant variance on content area tests from the perspective of systemic functional linguistics. We propose that the construct relevance of language used in content area assessments, and consequent claims of construct-irrelevant variance and bias, should be determined according to the degree of correspondence between language use in the assessment and language use in the educational contexts in which the content is learned and used. This can be accomplished by matching the linguistic features of an assessment and the linguistic features of the domain in which the assessment is measuring achievement. This represents a departure from previous work on the assessment of English language learners' content knowledge that has assumed complex linguistic features are a source of construct irrelevant variance by virtue of their complexity.

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Section: Linguistic Complexitymentioning

confidence: 99%

Section: Construct-irrelevant Variance and Item Biasmentioning

confidence: 99%

Construct Relevant or Irrelevant? The Role of Linguistic Complexity in the Assessment of English Language Learners’ Science Knowledge

Avenia-Tapper

Llosa

2015

Educational Assessment

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“…When type I error can be reasonably controlled under these conditions, applied researchers might prefer using the simple model (i.e., LR) for its ease of implementation and interpretation. A number of previous studies conducting DIF analysis on large-scale assessments ignored person clustering effect (e.g., Babiar 2011;Choi et al 2015;Hauger and Sireci 2008;Innabi and Dodeen 2006;Mahoney 2008;Mesic 2012;Ockey 2007;Oliveri et al 2014;Sandilands et al 2013). Therefore, evaluating the trade-off between complex versus simple modeling of DIF may provide supporting evidence for the findings of these studies.…”

Section: Person Clustering Effectmentioning

confidence: 52%

Comparing DIF methods for data with dual dependency

Jin¹,

Kang²

2016

Large-scale Assess Educ

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“…No entanto, estudos em diversas áreas apontam para o viés que pode ocorrer por questões linguís-ticas e culturais [14][15][16][17]. Além disso, houve um comentário em relação a um dos itens, o qual poderia ser difícil de mensurar.…”

Section: Discussionunclassified

Tradução e retrotradução do instrumento de avaliação do trabalho em equipe TeamSTEPPS® para uso no ensino por simulação no Brasil

Brandão

Cecílio-Fernandes

Collares

et al. 2016

Sci Med

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Este artigo está licenciado sob forma de uma licença Creative Commons Atribuição 4.0 Internacional, que permite uso irrestrito, distribuição e reprodução em qualquer meio, desde que a publicação original seja corretamente citada. RESUMOObjetivos: Descrever os resultados do processo de tradução e retrotradução do questionário TeamSTEPPS ® para o português brasileiro. Esse questionário norte americano tem sido utilizado mundialmente como uma ferramenta útil para o ambiente de simulação com finalidade avaliativa com o objetivo de melhorar a segurança do paciente dentro das organizações de saúde com base na efetiva comunicação e trabalho em equipe. Métodos: A metodologia adotada foi a tradução e retrotradução com posterior análise semântica por docentes experientes em avaliações práticas em saúde. Resultados: O instrumento traduzido demonstrou possuir formato simples e fácil leitura e compreensão ao ser analisado pelos autores, docentes e tradutores, não gerando nenhum tipo de discrepância em seus itens. Na análise posterior pelos docentes, demonstrou-se que os itens eram relevantes e claros para o uso na realidade brasileira. Conclusões: Todos os passos do processo de tradução e retrotradução foram realizados com sucesso, finalizando o instrumento de avaliação de trabalho em equipe TeamSTEPPS ® em português brasileiro. O processo de tradução e consequente adaptação de qualquer instrumento é complexo e não termina na equivalência linguística. Desta forma, a segunda fase deste trabalho será a aplicação do instrumento em cenários simulados com foco no treinamento de equipes, para refazer dados de análises psicométricas no contexto educacional e análise de equivalência semântica.DESCRITORES: simulação; educação médica; segurança do paciente. ABSTRACT Aims:To describe the results of translation and back-translation of the TeamSTEPPS ® questionnaire to Brazilian Portuguese. This North American questionnaire has been used globally as an useful tool in simulation environment with evaluation intent, aiming at improving patient safety inside health settings, based on effective communication and teamwork. Methods: The adopted methodology consisted in translation and back-translation, with subsequent semantic analysis by experienced professors in health practice evaluations. Results: The translated tool showed a simple format and easy interpretation and understanding when analyzed by authors, professors and translators, and does not generate any kind of discrepancy in their items. In the subsequent analysis by the professors, it was shown that the items were relevant and clear to the Brazilian reality. Conclusions: All the steps of the translation and back-translation process were carried out successfully, finalizing the TeamSTEPPS ® teamwork assessment tool in Brazilian Portuguese. The translation process of any tool is complex, and does not end in the linguistic equivalence. Therefore, a second step of this work will be the application of this scale in simulated scenarios focused in teamwork training, to retrace data on p...

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Linguistic Influences on Differential Item Functioning For Second Language Learners on the National Assessment of Educational Progress

Cited by 17 publications

References 16 publications

Construct Relevant or Irrelevant? The Role of Linguistic Complexity in the Assessment of English Language Learners’ Science Knowledge

Construct Relevant or Irrelevant? The Role of Linguistic Complexity in the Assessment of English Language Learners’ Science Knowledge

Comparing DIF methods for data with dual dependency

Tradução e retrotradução do instrumento de avaliação do trabalho em equipe TeamSTEPPS® para uso no ensino por simulação no Brasil

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